Self-regulated learning in ai-supported language learning: A self-determination theory perspective on critical thinking, teacher support, and flow

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Beyond the Books: Exploring Factors Shaping Chinese English Learners’ Engagement with Large Language Models for Vocabulary Learning

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Exploring Chinese EFL learners’ engagement with large language models: A self-determination theory perspective

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Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english: A self-determination theory perspective

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Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress

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Using Generative Artificial Intelligence for Language Education Research: Insights from Using OpenAI 's ChatGPT

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Unravelling students’ perceived EFL teacher support

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Investigating the Interplay of Chinese English as Foreign Language Learners' Growth Mindset, Enjoyment, Adaptability, and Engagement in AI ‐Mediated Informal Digital Learning of English

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Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement

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Empowering creativity and engagement: The impact of generative artificial intelligence usage on Chines EFL students' language learning experience

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Student Flow and Burnout: The Role of Teacher Autonomy Support and Student Autonomous Motivation

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Profiles of Approaches to Writing and Their Links to Self-Efficacy and LLM Acceptance in L2 Academic Writing

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Structural relationships among self-regulated learning, learning flow, satisfaction, and learning persistence in cyber universities

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Exploring the acceptance of generative artificial intelligence for language learning among EFL postgraduate students: An extended TAM approach

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Modelling students’ emotional engagement in AI-augmented English reading: Mediation of AI learning interest and reading enjoyment

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Exploring the relationships among large language model acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing

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Self vs. peer assessment activities in EFL-speaking classes: impacts on students’ self-regulated learning, critical thinking, and problem-solving skills

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L2 Students' Speaking Skills in Robot‐Assisted Language Learning: A Meta‐Analysis

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Examining Essential Flow Antecedents to promote students’ Self-Regulated Learning and Acceptance of Use in a Game-Based Learning classroom

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Investigating the influence of data-driven learning (DDL) on EFL students' willingness to attend classes (WTAC): An intervention study

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Multimodal GenAI-assisted instruction in EFL argumentative writing: effects on writing skills, creativity, and critical thinking

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The contribution of multimodal AI technologies to EFL teachers’ pedagogical effectiveness and perceived readiness for AI-mediated education: a qualitative study

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Effects of escape room game‐based civics education on junior high school students' learning motivation, critical thinking and flow experience

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Under-Resourced EFL Students’ Perceptions About the Causes and Consequences of Unfair AI-Mediated Education

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Unpacking AI-supported Chinese as a foreign language learning: How beginner-level learners' cognitive and motivational factors predict speaking proficiency

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Examining the Flow Dynamics of Artificial Intelligence in Real-Time Classroom Applications

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Exploring the dynamics of self-regulated learning in online courses: trajectories of self-regulated learning and the role of basic psychological needs satisfaction across different achievement levels

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The role of perceived teacher support in students’ attitudes towards and flow experience in programming learning: A multi-group analysis of primary students

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The role of peer learning in enhancing prompt literacy: effects on speech writing quality and critical thinking disposition in AI-assisted contexts

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Think Before You Accept: Can Written Justification Reduce Uncritical Uptake of AI Writing Suggestions?

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How basic psychological needs relate to engagement in AI-supported language learning: A self-determination theory perspective

Huang, Y., & Shi, L. (2026) · Learning and Motivation · doi:10.1016/j.lmot.2026.102325

Understanding students’ willingness to engage in international academic exchanges through self-determination theory: Evidence from SEM, NCA, and fsQCA

Xu, J., & Ren, M. (2026) · Learning and Motivation · doi:10.1016/j.lmot.2026.102365

Achievement goal theory in AI-supported learning: Psychological pathways and configurations leading to student engagement

Li, J., & Li, P. C. (2026) · Learning and Motivation · doi:10.1016/j.lmot.2026.102370

Perceived teacher support and English writing anxiety: A longitudinal study of psychological capital and AI usage

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Predictors of Self‐Regulated Learning in AI‐Supported Language Education: A Social Cognitive Theory Perspective

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How AI shapes self-regulated learning in foreign language education

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Beyond Using AI : Self‐Regulated Pathways to Engagement in AI ‐Assisted Language Learning

Zhao, Y., & Zhang, J. (2026) · European Journal of Education · doi:10.1111/ejed.70842

Empowering the autonomous learner: How AI-assisted language learning environments shape self-regulation, autonomy, and self-directed behaviors

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Self-assessment and critical thinking: An explanatory sequential study of AI implications in English language teaching

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